Veronica Mars Case Study and Digital Distribution Essay
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The Veronica Mars movie was funded through a successful Kickstarter campaign after the rights holders Warner Bros. declined to fund it. Warner Bros. agreed to distribute the film if it raised over $2 million, which it did through crowdfunding. The film was distributed on a limited number of screens and through digital platforms like iTunes. It earned over $1 million its opening weekend and has also generated revenue through digital rentals and purchases.
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The document discusses key concepts and institutions related to the film industry. It focuses on issues of media ownership, cross-media convergence and synergy, technologies used in production, distribution and marketing, and how these affect both institutions and audiences. Specific topics covered include the major Hollywood studios ("the big six"), Disney's cross-media structure and use of synergy, the UK film industry and institutions like the BFI, changing distribution technologies, and how proliferation of platforms impacts consumption patterns.
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3. Independent films often have smaller budgets than major studio films but can still find success through partnerships with larger distributors.
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1. The document discusses issues around media ownership, cross-media convergence and synergy, and new technologies in film production, distribution, and consumption.
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3. International and global media institutions' targeting of national and local audiences, specifically British audiences, is also examined.
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Synergy refers to different entities working together advantageously, where the whole is greater than the sum of its parts. Media companies exploit various platforms like film, soundtracks, video games, and merchandise based on one property to increase profits. Vivendi Universal, which owns Working Title Films, benefits from synergy through its ownership of production studios, distribution networks, television channels, and converged technologies that allow distribution of content across multiple platforms.
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1) There are different categories of British films based on financing and personnel. Many popular British films are co-productions with American financial backing.
2) Of the top 10 highest grossing films in the UK in 2014, several were American blockbusters while only a few could be considered truly British.
3) Hollywood studios effectively target global and domestic markets, including the UK, through blanket marketing strategies and release timing.
4) However, some successful British films have found both domestic and international audiences with backing from British institutions like Film4.
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The document discusses media ownership in the film industry. It compares two film trailers, John Carter and Submarine, in terms of their production, budgets, and box office returns. It then discusses how media ownership affects the film industry through production, distribution, marketing and consumption. The American film industry is dominated by six major studios that are subsidiaries of large media conglomerates, allowing them to take bigger risks. British films often rely on co-productions with multiple companies and television studios. The document provides examples of how films appeal to different audiences and discusses issues around media ownership.
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The document provides guidance for students to improve their coursework portfolio and complete an evaluation. It outlines deadlines to finish all assignments by July 4th and gives 6 weeks to: complete/improve coursework, get audience feedback, and finish the evaluation. Students are instructed to address evaluator comments, conduct a focus group or survey to collect feedback, and choose blog or PowerPoint formats for their evaluation. The evaluation must answer 7 questions about representation, audience, and skills learned. Students are also given tips to improve their research, production, and use of media like images and links in the portfolio and evaluation.
Digital Technology
This document provides information and guidance about Section A of the A2 Media Studies exam. Section A focuses on evaluating students' coursework productions through a theoretical lens. Students will be asked to discuss the development of their skills from AS to A2, analyzing one of their productions in relation to a key media concept. The document provides sample exam questions, criteria for high-scoring answers, and advice on reflecting on one's progression and use of digital technology over the course of study.
Conventions of a magazine powerpoint
The document describes layout and design elements used in magazines covering hip hop music and culture. Key elements include large, bold mastheads; symmetrical layouts emphasizing masculinity; high-key lighting and mid-shot portraits of artists in masculine poses and costumes specific to hip hop; consistent color schemes complementing the costumes; and clear article listings and headers using bold, simplistic fonts. The layout is ordered and guides the reader's eye through complementary colors, images, and highlighted text.
Contemporary british cinema and the representation of youth
The document discusses the representation of youth in contemporary British cinema, focusing on films where young people are portrayed as "monsters" that threaten social norms. It examines how films like Eden Lake, Harry Brown, and Attack the Block depict teenage characters, particularly those wearing hoodies. While the first two films portray working-class youth as antagonists that middle-class protagonists confront, Attack the Block initially uses stereotypical representations but later redeems its teenage characters as heroes. The document also discusses how these films relate to theories around hegemony, resistance, and the utopian functions of entertainment.
Disney and Synergy
Disney uses synergy to promote its products across multiple platforms targeting different audiences. For the movie Tron: Legacy, Disney promoted the film and its soundtrack on the Tron ride at Disney World, dance parties featuring music from the movie, and a preview of the film in 3D. Disney also used synergy to promote Toy Story 3 by releasing the two previous films in theaters and on Blu-ray with bonus features about the new film, a video game, performances on Dancing with the Stars, and previews on the Disney Channel. Synergy is very important to Disney's promotion strategy, with different parts of the company promoting each other to drive attention to all Disney products.
As evaluation 6 technology
This document provides evaluation objectives and guidance for students to evaluate their use of technology in producing a magazine. It instructs students to identify the specific technologies used such as cameras, image editing software, and internet resources. Students are asked to explain how each technology was used and what it allowed them to do, providing examples from their magazine. Students are also prompted to reflect on what they have learned about using technology in media production and the skills they have developed. When presenting their response, students should include visual examples and screenshots from their magazine to support their points.
Digital technology
This document provides guidance for students taking the Section A exam on theoretical evaluation of media productions. It outlines the structure of Section A, including a question evaluating skills development from AS to A2 and a question analyzing a production using media concepts. It emphasizes reflecting on progression, using examples and terminology. It prompts students to consider how their use of digital technology developed across their productions, with benefits like increased creativity and distribution options. An example exam question and guidance to plan an essay response is also provided.
As media revision session
The document provides guidance and tips for revising and preparing for a media exam, including:
1) Details about mock exam dates in different time periods and the importance of punctuality.
2) Advice for the television drama section including referring to four technical areas, using examples and terminology, explaining effects, and linking to stereotypes over 45 minutes.
3) Tips for the written analysis such as including at least three examples from each technical area and explaining effects and links between elements.
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Evaluation question 3
This document discusses what type of media institution might distribute a film product and why. It suggests that a major film distributor would be best suited to distribute the film, which is an action genre film about a girl kidnapped by a drug organization. Major distributors like 20th Century Fox would be most appropriate as they have experience distributing similar action films. Distributors are responsible for cinema release, marketing, release dates, and making films available on various platforms. They are important for a film's success and ability to reach its target audience. As the film has elements like special effects that require a larger budget, a major distributor would be needed to fund distribution and wide-reaching marketing campaigns.
Marketing
Attack the Block was made on a £8 million budget including marketing. The official trailer received over 3 million views and referenced other successful films to attract audiences. A website and television promotions on FilmFour helped promote the film and find fans.
Marvel's Avengers had a $100 million global marketing budget, and set box office records with over $1.5 billion earned. The film was preceded by several successful Marvel movies and comics which had established the characters and brand beforehand. Extensive multi-channel marketing including toys, apps, books and television helped drive the film's massive commercial success.
Distribution powerpoint
1) Distribution involves a company handling the marketing and release of a film in cinemas and on DVD/Blu-ray, as well as decisions around online/TV distribution.
2) Several major film studios like 20th Century Fox, Paramount Pictures, Sony Pictures, Universal Pictures, and Warner Bros are described as examples of distribution companies.
3) Self-distribution is considered as it allows a filmmaker to keep all box office profits and get their film seen without relying on other distributors. However, it requires marketing and releasing the film independently.
Vertigo films
Vertigo Films is a British independent film company that produces around 4 films per year. Though large for an independent British company, it is still much smaller than major studios like Warner Bros. Vertigo finances its films through various partnerships and co-productions. It has worked with companies like the BBC, MySpace, and Warner Bros to produce and distribute its films. Vertigo also leverages pop culture and new media technologies to promote its films and attract younger audiences. Examples include using Britain's Got Talent contestants in StreetDance and releasing films in 3D formats and for online streaming and purchase. This strategic use of synergy and cross-media convergence helps Vertigo find audiences and success despite its smaller size compared to Hollywood
Captain america case study
Captain America: Civil War was produced by Marvel Studios, which was purchased by Disney in 2009. Disney distributed the film globally due to their large size and it had a budget of $250 million, grossing over $1.15 billion worldwide. Disney and Marvel effectively collaborated on the film's production, distribution, and marketing. The inclusion of Spider-Man in the film generated significant excitement. Advancements in digital technologies have impacted film production, distribution, and consumption.
International and global institutions question
The document discusses and compares aspects of the production, distribution, exhibition, and marketing of three films: This is England (2006), Green Zone (2010), and Avatar (2009). It covers the ownership and budgets of the production companies, technologies and locations used, actors, distribution methods, exhibition in independent and mainstream cinemas, and marketing strategies.
AS Media Studies - Case Studies
The document discusses the marketing campaign for the film Les Miserables. It details the production company, cast, budget, and box office gross. It then outlines the extensive marketing campaign which included releasing clips and interviews to generate buzz, strategically timing the DVD release, and using social media to promote the film. The campaign made use of the film's iconic poster and trailers featuring musical performances to build anticipation ahead of the January release.
Table
The document discusses the production, distribution, and exhibition of three films: Avatar, Paul, and The King's Speech. It covers their budgets, locations, technologies used, actors, distribution companies, marketing strategies, and release in cinemas and on DVD. Avatar had the largest budget and used innovative 3D technology. It was distributed by 20th Century Fox and heavily marketed. Paul and The King's Speech had smaller budgets and were distributed by major but not largest studios. All three were released widely in mainstream cinemas but Avatar relied most on 3D screenings.
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The document discusses the production, distribution, and exhibition of three films: Avatar, Paul, and The King's Speech. It covers their budgets, locations, technologies used, actors, distribution companies, marketing strategies, and release in cinemas and on DVD. Avatar had the largest budget and used innovative 3D technology. It was distributed by 20th Century Fox and heavily marketed. Paul and The King's Speech had smaller budgets and were distributed by major but not largest studios. All three were released widely in mainstream cinemas.
AS G322 revision booklet pt2 (Film Industry)
The document provides guidance on the key areas students should be familiar with for an exam on audience and institutions in film. It outlines seven areas of focus, including issues around media ownership and production companies, the importance of cross-media convergence in marketing films, the impact of new technologies, and how global institutions target national audiences. Examples of relevant case studies and companies are provided, as well as an overview of film production, distribution, and exhibition stages. Key terms are defined to apply to questions on how ownership, technology, and business practices influence the types of films made and their reception.
Sectionb case
This document provides information about the film industry, including the processes of production, distribution, and exhibition. It discusses how films are financed through investors and the risks involved in film production. Case studies of The Dark Knight and Shifty are examined in terms of their production, distribution, marketing, and the challenges of low-budget filmmaking. The roles of institutions such as Warner Bros, Metrodome, the UK Film Council and BFI in the film industry are also summarized.
Carrie Case Study.
The 2013 film Carrie was a $30 million remake of the 1976 horror classic based on the Stephen King novel. It was produced and distributed internationally by Sony Pictures and featured an innovative viral marketing campaign. Despite mixed reviews, the film grossed over $80 million worldwide, with a successful opening weekend in part due to the star power of Julianne Moore and Chloë Grace Moretz.
Pirates of the Caribbean 4 -Production, Distribution & Exhibition
This is an impressive box office performance, showing the huge popularity and appeal of the Pirates franchise globally. The film was a major commercial success.
Pirates of the caribbean production, distribution and exhibition
Pirates of the Caribbean: On Stranger Tides was the fourth installment in the Pirates of the Caribbean franchise, released in 2011 with a $250 million budget. It was produced by Walt Disney Pictures and Jerry Bruckheimer Films and distributed by Walt Disney Studios Motion Pictures internationally. The film used international locations, CGI effects, and 3D technology. It had a massive marketing campaign including toys, games, and TV spots. Upon its release on over 4,000 screens in the US and 500 screens in the UK, it earned over $90 million domestically and $11 million in the UK during its opening weekend.
Film and tv revision
This document provides definitions and examples of key terms related to the film industry. It discusses concepts like vertical integration, where a company owns different parts of the production and distribution process. It gives examples of major studios like Disney and mini-majors like Lionsgate. It also examines how technological changes have led to convergence, with films being distributed through multiple platforms. Examples are given of both large Hollywood films and smaller independent British films.
My case study thursdya
This document discusses key topics related to media production, distribution, and audiences. It provides sample past exam questions focusing on how media products reach audiences within specific media areas. Key areas to study include production, distribution, marketing, exhibition, the impact of new technologies, convergence, and specific film industries. The importance of cross-media convergence and synergy for institutions and audiences is emphasized. Digital screens are growing in number, and case studies of films like Avatar, The Dark Knight, Harry Brown, and Street Dance 3D are presented to illustrate these concepts.
Case study files
This document provides case studies and fact files for several successful films: The King's Speech, Searching for Sugarman, The Hobbit, and The Avengers. It also includes information on production companies See Saw Films and Paramount Pictures. See Saw Films financed The King's Speech and has had success with films like Shame and Oranges and Sunshine. Paramount Pictures distributes major films globally and has financial hits like Rise of the Guardians. The document also discusses exhibition in independent cinemas like The Rex and multiplexes like Cineworld.
Audience And Institutions Revision Pack
This document provides guidance for a film studies exam focusing on audience and institutions. [1] Candidates should be familiar with issues related to media ownership, cross-media convergence, new technologies, hardware proliferation, technological convergence, targeting audiences, and incorporating personal media experiences. [2] Key terms and concepts are defined for vertical integration, marketing strategies, budgets, audiences, and distribution methods. [3] Useful case studies and websites are listed to research production companies, films, and exhibition formats.
Using new tech to target audience cloverfield ch
This document discusses how new technologies have impacted the film industry in terms of distribution and blurring the line between audiences and producers. It focuses on the viral marketing campaign for Cloverfield, which released a teaser trailer without revealing the title to generate interest among film fans. This low-key, internet-based approach appealed to audiences who enjoyed finding secret information online and went against more traditional marketing methods.
Monsters powerpoint
Vertigo Films exploited technology in the production, marketing, and distribution of 'Monsters' in several ways. They shot the film entirely in HD using compact, inexpensive camera equipment, allowing for a cinematic quality on a small budget. They conducted a viral online marketing campaign around the film's UK release. They also made the film available to watch online and through video on demand the same day as its cinema release, speeding up distribution and increasing profits.
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A2 evaluation 4 technology
This document provides guidance on evaluating one's use of technology throughout a coursework project. It prompts the student to identify different technologies used in the research, planning, production, and evaluation stages. For each technology, the student should explain what it allowed them to do and the benefits. Examples of technologies include using social media for audience research, creating an animatic for planning, and using video editing software for production and evaluation. The document advises using specific examples and media from the student's own work to support the points made.
A2 Evaluation Question 3 Audience
1) The document discusses evaluating audience feedback and what can be learned from it.
2) It provides examples of evidence of audience feedback, such as summarizing questionnaire results, Wallwisher comments, and focus group interviews with video/audio elements.
3) The key question is about what has been learned from audience feedback, including the product's strengths and weaknesses, how effectively the target audience was appealed to, and what could potentially be changed based on that feedback.
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The document provides guidance on evaluating coursework that involved creating a main product and ancillary texts. It suggests answering how effective the combination of the products is by explaining how a sense of brand identity was created across the three products to help promote the product. Students should consider consistent elements like images, fonts, and color, and how different media could help reach different audiences. A visual comparison to similar existing products and an explanation of how the linked products will promote the brand are also recommended approaches.
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This document provides guidance on evaluating how well a coursework product appeals to its target audience. It includes lesson objectives and questions to consider regarding the target audience and how the product appealed to them. Suggested presentation methods are also listed, along with evaluation criteria focusing on conventions, representation, institutions, identifying the target audience, and how the product appealed to that audience.
Conventions of a magazine powerpoint
The document describes layout and design elements used in magazines featuring hip hop music. Both magazines use symmetrical layouts and complementary color schemes. Images of artists are prominently featured using conventional poses and costumes specific to the hip hop genre to appeal to the target audience. Key information is placed in the left third of the page and headlines use bold, simple fonts to maximize visibility.
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This document provides guidance on evaluating a media product in terms of the institutions that could distribute it. It instructs students to identify an existing company that publishes magazines similar to their own, consider the audiences that company appeals to through its various products, and explain how their magazine would fit within that company's brand and ability to target different audiences. Students are advised to present their evaluation using visual methods like mind maps in addition to written explanations.
AS Evaluation 1 and 2 Overview
This document provides evaluation questions for a coursework magazine project. It asks students to evaluate the conventions and representations used in their magazine. Specifically, it asks them to identify conventions of music magazines, how they represented people in their own magazine, and how they represented different social groups through images, language, and other techniques. Students are asked to complete Question 1 by next week and to provide visual examples and detailed explanations in their responses.
AS Evaluation 2 Representation
This document provides guidance on evaluating representation in a magazine. It discusses analyzing how artists are represented in double page spreads through various elements like images, shot types, costumes and language. It also addresses how the magazine may represent social groups like age, gender and subcultures. Suggestions are made for approaching the representation question, such as discussing typical representations in similar magazines and analyzing your own magazine's construction of representations and portrayal of social groups through images, text and design.
Introduction to the evaluation
This document provides guidance for students on the evaluation component of a media production course. It outlines the objectives to understand coursework evaluation formats and requirements, and explain use of media conventions. Students choose one evaluation question to answer by referring to their media product and using examples. Effective evaluations are creative, detailed, and use various digital platforms. Students should obtain audience feedback and begin work on the first evaluation question about use of media conventions in their product.
Introduction to A2 Evaluation
This document provides guidance for students on an evaluation assignment. It outlines the four questions to be answered in the evaluation, including how the student's media product uses or challenges conventions. It describes the assessment criteria focusing on use of technology, understanding of conventions and feedback. It advises students to use a range of presentation methods and technologies for the evaluation. Students are instructed to set up audience research now to collect feedback to address one of the evaluation questions.
Cover
The document appears to be a receipt or invoice dated December 2012 for £5.99 from Voxmag.com. However, there is no other discernible information provided to summarize as the document contains only symbols and no readable text.
Advanced portfolio week 5
This document provides guidance for students completing their Advanced Portfolio project. It outlines the objectives for week 5, which are to complete research for the portfolio. Students are instructed to analyze additional products related to their main and ancillary tasks, summarize their findings, research target audiences and media institutions, and present their work in different formats. The document emphasizes the importance of clear and effective research that will help students create a conventional product appealing to their target audience.
Advanced portfolio week 4
This document provides guidance and tasks for students in their advanced media portfolio week 4. It outlines that students should complete audience research through methods like questionnaires, focus groups, and social media. They are to analyze conventions of their chosen genre and format based on similar media products. Students must also research conventions for their chosen ancillary tasks like posters or magazine covers. The homework is to use online platforms to understand audience perceptions and summarize the findings. By Friday, students are expected to complete all analyses, distribute a questionnaire, and plan further audience research.
Analysing music magazines
This document provides guidance for students on analyzing music magazines, including key tips, terminology to use, and specific elements to examine for each magazine page. Students are instructed to analyze magazines under the categories of typography, layout, colour, images, and mode of address. Examples of each category are given, such as font styles, page organization, color connotations, shot types, and language used. Students will present their magazine analyses on an individual coursework blog by a specified due date for assessment. Resources to support the assignment are available on the department blog.
Analysing magazines
The document provides tips for analyzing magazines, including referring to specific examples from the magazine and explaining their effect. It suggests analyzing typography, layout, color, images, and mode of address. For each element, it recommends considering connotations, effects, and why various stylistic choices were made to engage the intended audience. The goal is to provide a detailed analysis using appropriate media terminology for each magazine page.
A2 Media Studies Advanced Portfolio
This document outlines the requirements and deadlines for an Advanced Media Studies coursework portfolio. Students must complete research, planning, construction, and evaluation stages. The portfolio is worth 50% of the A2 grade and includes a main promotional package and two ancillary items. Research and planning is due December 16th, initial construction pieces are due February 10th, and the final portfolio is due March 30th. Students must blog their work and will be assessed on their use of technologies and conventions.
AS Media Foundation portfolio handbook
This document outlines the coursework requirements and deadlines for a Media Studies AS level portfolio. It includes:
- Four deadlines for preliminary tasks, research & planning, a draft, and the final portfolio between October and March.
- Details of the preliminary task to create a mock school magazine cover and contents page.
- Details of the main task to create a mock music magazine with original photos, text, and layouts.
- Requirements for research into target audiences, conventions, and planning before the draft deadline in February.
- Requirements to evaluate the final portfolio, including analyzing representations, conventions, technology skills, and feedback.
A level media brochure
A Level Media Studies provides students with an understanding of key media concepts and industries. The course is 50% coursework and 50% exam. Students analyze media representations and audiences at AS level and learn about contemporary media issues and complete a media production project at A2 level. Studying media develops valuable skills such as critical analysis, research, print and moving image production that are applicable to higher education and careers in journalism, marketing, publishing and other media industries.
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The document outlines 10 briefs for an advanced media studies portfolio. For each brief, students must create promotional materials for a media project such as an album, film, video game, or TV show. The promotional materials include items like music videos, trailers, magazine covers, advertisements, and packaging designs. Students also have the option to create a 5 minute short film along with additional promotional items. All work must be original, except for limited use of non-original elements in video or audio projects.
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Veronica Mars Case Study and Digital Distribution Essay
- 1. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie.
- 2. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. How was Veronica Mars funded? How was the film distributed? How successful has the film been so far?
- 3. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Funding Veronica Mars is a film spin-off a television series that was cancelled in 2007. Warner Bros. owned the rights to the television series and did not want to fund a film version. The shows creator decided to fund the film through crowdfunding website Kickstarter.
- 4. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie.
- 5. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie.
- 6. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Funding Warner Bros. agreed to fund the distribution and marketing of the film, and release it via its Warner Digital Distribution subsidiary if the project attracted at least $2 million in funding, effectively using Kickstarter to measure the audience for the film.
- 7. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Distribution The film opened on 270 screens in the US, and was available to rent or buy via TVOD sites such as iTunes. Many fans who had pledged money would receive digital downloads. The film had a limited UK theatrical release (aprox. 11 cinemas), and was available to rent (at higher price) or buy from TVOD platforms such as iTunes, Sky Store (rental only), and BlinkBox.
- 8. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Marketing Almost 100,000 fans pledged meaning the producers would be able to update them regularly on the release of the film. Social media was also important – Kristen Bell has 1.4m followers on twitter.
- 9. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Marketing The first footage was shown at Comic-Con, and the film premiered at the SXSW festival. The official website included a Race to the Box Office page that allowed fans to access exclusive content if they liked and shared Veronica Mars content on social media.
- 11. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Success The film opened on Friday 14th of March. It had earned $1 million in theatrical box office by Saturday in the US, and was on course to earn $2.5 – 3 million over the opening weekend. Revenue will also be generated by TVOD rentals and sales.
- 12. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie.
- 13. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie.
- 14. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Structure Introduction – state argument and focus Digital Distribution – projection, home entertainment. Film Distribution and the UK ‘A Field in England ’ (2013) ‘Veronica Mars’ (2014) Conclusion
- 15. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Introduction Digital technology has had a significant impact on the way in which films are distributed to audiences. Whilst film distribution in Britain is still dominated by the American Big Six studios, developments in digital technology are helping independent films to reach their audiences.
- 16. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Digital Distribution Digital projection – benefits/disadvantages Digital prints cost around one-tenth of film prints. Digital projectors are more expensive than film projectors, and have a shorter shelf life. 90% of US and UK screens are digital (following success of Avatar in digital 3D most cinemas converted). Paramount first major studio to stop distribution on film. Digital projection benefits independent films – distribution costs prevented wide distribution of lower budget films. Digital Screen Network – UK Film Council financed.
- 17. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Digital Distribution – Home Entertainment Platforms Proliferation of VOD platforms allows films to be distributed digitally. Benefits low budget films, e.g. Pulp (2012). Early electronic sell-through (e.g. Iron Man 3) helps tackle piracy. More convenient for consumers. VOD film market grew 50% in 2012. Popularity of streaming sites (e.g. Netflix) saw revenue increase 123% in 2012. Long Tail.
- 18. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Film Distribution and the UK Film distribution dominated by Big Six US studios – top 6 places at UK box office – 75% of UK box office went to films distributed by the Big Six in 2012. Avengers, Lego Movie (2014) opened on +500 screens in the UK. The Selfish Giant (2013) 35 screens.
- 19. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. ‘A Field in England ’ (2013) Low budget British film. Day and date release strategy – why? Marketing? How successful? What does A Field in England tells us about digital technology and effect on distribution and marketing?
- 20. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Veronica Mars (2014) New technology being used to fund, market, and distribute films. Crowdfunding Distribution strategy Marketing
- 21. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie. Conclusion Digital technology has had a huge impact on the production, distribution, marketing, and consumption of films. Whilst major studios continue to dominate film distribution, and are at the forefront of the shift to digital distribution new technology is helping low budget, and independent films to find audiences. Your Experience – what methods do you used to watch films? What are the benefits and disadvantages?
- 22. Lesson Objectives: To investigate the production and distribution of the Veronica Mars movie.